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Research Proposal 1.6.2007

Heikki Hallantie

Scenarios of Digitalization of Education and their Application at TKK

1. Introduction

This is a research proposal for a Master’s Thesis at the Computer Science Department of

TKK. In this work e-learning is observed within a broad technological framework. In

spite that the work belongs to the category of Computer Science, also Pedagogical and

Organizational aspects will be taken as equal starting point of the research.

e-Learning happens always in some Pedagogical and Organizational context. Bypassing

those contexts would lead to too narrow technological angle, because of which e-learning

as research object would not be rightly understood.

The author has as a starting point the perception of ICT as leading change and

development actor in education. The idea is to draft for e-learning at TKK a change and

development path, which will be realized as a part of large series of changes in whole

teaching organization and also in administration. On the other hand , as a consequence of

the changes, it is possible to achieve the role of leading Technical University in Finland

and a position among ten leading Technical Universities in Europe. These goals are set

by our University Strategy. In the new stragegy of TKK (TKK 2006), special

focus has been put on digitalization. The strategy states:

It is TKK’s goal to be on top of the World in utilizing digitalization in education

and research in all technical branches represented in the University, as well as

in administration and services in the Campus area.

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This ambitious statement is the focus and driver of this study.

In (Abel 2007) the main idea is to look upon the application of IT in Higher Education

units , how it is aligned with the mission statements of the said units. The aim of the

study is to define a realizable path from today’s situation to the ultimate goal of world

leadership in applying digitalization. However the scope is in Education, not in all

activities of the University.

2. The Big Picture

The industrialized societies of the world are bothered by three remarkable change

processes in thinking and real life: Globalization, Information Society Development and

Sustainable Development. These three change processes are in a strong mutual

interaction relation. (Heinonen et al. 2002)

Information Society Development does not necessarily support Sustainable Development.

ICT’s can and should be applied so that Information Society Development proceeds supporting

Sustainable Development.

Globalization
influences

Information Sustainable
Society Development

demands
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3.

3. University as an Institute of Information Society

• ICT considered as social communication system instead of technology

• focus on systemic level from individualistic teacher-learner centric approach

• ICT will be an essential part of new education system

• e in e-learning should be read ”enhanced”

• Source: (Pulkkinen 2003)

3. Basic Concepts

In this study by scenario is meant future scenario, a constructed possible future, which is

realized as a consequence of possible changes from present situation and realizes under certain

environmental conditions. In Scenario work future possibilities are studied more than one.

Future scenarios have their origin on futures research..

Digitalization

Digitalization in the context of this study is a process within which scattered incompatible

data in the form of paper, tacit knowledge possessed by individuals or organizational units is

digitized and integrated using Information Technology tools.

e-learning

e-learning is a generic concept, which in most cases means Internet and Mobile

technologies applied to education. The applications vary a lot. A full-blown e-learning

application could be an On-line, fully automatized course on the Internet.

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4. Possible Scenarios of the Future

Below a description of these four scenarios for educational delivery is given,

directly taken from (Collis, Gommer 2001)

Scenario A: Back to Basics

In this scenario, higher education institutions focus on the traditional, campus based

students, in which learning takes place through face-to-face contacts

and through direct interaction with instructors. Virtual this and that are seen as just

a hype; real learning takes place in a fine campus setting with its library,

computer labs, instructors with office hours, and other students to interact with.

The basic assumption is that experts in the institution are in a better position than

the student to indicate what courses are useful and in which order they should be

taken. Technology appears here in sensible ways; using word processors, email
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and WWW browsers, getting course information via WWW environments.

WWW sites are also good for consultation of external course resources and to

make communication easier. But the basics are still what matters: a well planned

curriculum and regular face-to-face contacts.

Scenario B: The Global Campus

Students want to study in a well-planned program but they want to stay in their

own locations and continue their own lives at the same time as they are studying.

They are able to participate on-line in the program of a university, even if they

don't physically ever come to that institution (or only come once or a few times).

Technology here becomes very important. First of all, the student will need to

use technology to find out about the programme of the university. Second, the

student needs to use the technology to register for the programme. And third

and foremost, the student will need technology for stable access to all the course

materials, assignments, and for communication and interaction with fellow

students and instructors.

Scenario C: Stretching-the-mould

The student has no particular interest in being involved in a program or course

offered at a distance, but would appreciate more flexibility in his local study

setting. He or she might like to substitute some courses from the home institution

by courses from another (foreign) institution. This choice may be related to the

fact that the alternative course takes another academic, pedagogical, cultural or

linguistical approach, or to student's desire to interact with a wider (international)

environment. The student may also think that the alternative course is more
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efficient, relevant, or of higher quality. For all of these options technology is an

important if not essential condition. The institution responds to the learner by

increasing flexibility in a number of ways, not only relating to place and time, but

also to content, assignments, prerequisites, resources, and other aspects of course

participation. It may cooperate with foreign partner institutions in order to widen

the choice for international on-line options within a common course management

and credit transfer and recognition system.

Scenario D: The New Economy

The student wishes to make his or her own decisions about what, when, how,

where, and with whom he or she learns. The student will often be a working

professional, and has a good idea of the types of courses or learning experiences

that would be useful to his work setting. The employer is stimulating and

supporting lifelong learning efforts. The student approaches an intermediary or

advisory person (via the WWW), who provides assistance in defining level and

learning needs. The student will search the WWW himself (or use a portal) to

locate appropriate learning options. These may come from different institutions

around the world, according to their particular profile and expertise. The student

will choose on the basis of the relevance, quality, efficiency, and flexibility of the

various options. The student can stay at home and continue professional and

family responsibilities.

The scenarios and their impact will be compared. One scenario is chosen.

4. Management System Levels

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The following picture describes the different levels of management systems as described

in (The Information Society Council 2006)

In the same report it is stated:

“In the development of activity, the relationships of dependence and impact between
levels have not received the attention they deserve. The use of process descriptions can
turn information systems and IT tools into a great source for increasing productivity.
Often the impact of people’s own interests is forgotten. It is assumed that people can be
forced into moulds and pigeonholes. If people’s needs are ignored, plans and projects will
fail or their implementation will meet with considerable difficulties.”

Furhermore it should be understood that people on the top layer of the model have their

own goals and preferences to fulfil in addition to the goals and preferences of the

organization. This makes the picture additionally complicated..

This problematic is handled well in (Hämäläinen , Raimo P., Saarinen 2004).

4. Framework for e-learning

A new framework for e-learning called ICT-synchronized education is proposed:

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Learning Content Knowledge

tools Management

Learning Guidance
Environment Learning

Teaching Peer
Support

Learning
Planning Results Motivation

The effects of different elements on learning results are studied within the chosen
scenario.

5. Balanced Scorecard

Balanced Scorecard along the lines suggested by (Kaplan, Norton 1996) is applied

to in the organization of TKK.

6. Research Methodology

The dilemma in this kind of research is the balance between Rigor and Relevance.

Positivistic study methods are basically only applicable after the strategy and it’s

implementation are made. The Digitalization strategy and it’s implementation is

emerging during a working process with the people involved in developing and

implementing it. As a research methodology suitable for this kind of work is chosen

Canonical Action Research (CAR) as proposed by (Davison, Martinsons & Kock 2004).

CAR aims to address organizational problems while at the same time contributing to

scholarly knowledge.
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CAR contains five principles

1. the Principle of Researcher-Client Agreement (RCA);

2. the Principle of the Cyclical Process Model (CPM);

3. the Principle of theory;

4. the Principle of Change through Action; and

5. the Principle of Learning through Reflection;

The Principle of the Researcher-Client Agreement (RCA)

The idea of RCA is mutual commitment of the client Organization and the Researcher to

the work. The Organization gets the report, which supports its decision making process.

As a parallel process the Researcher prepares a research document and the relevant

Ohrganization members commit to contribute the research. The Researcher has the role

of improving the Organization , in addition of just studying it. An agreement between the

Organization and the Researcher is preferable.

The Principle of the Cyclical Process Model (CPM)

The idea of RCA is to iterate a needed amount of times a cyclical development process,

which consists of five stages: diagnosis, planning, intervention, evalution and reflection.

This illustrated by the following scheme:

In the Master’s thesis the plan is to make one iteration only, because the amount of work
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is too big for further cycles. It could well be a subject of a Doctoral Dissertation to

conduct research over a second cycle using also positivistic methods in the evaluation

stage. Now the evaluation will be qualitative only.

The Principle of Theory

The CAR- method assumes that there is theory creation , which is progressing in line

with the research. The methodology does not need a ready theory to start with. The

theory is emerging and tested in the process. The theory in this study is based on the

authors input, organization member’s contribution as well and literature survey.

The principle of Change through Action

The essence of CAR- process is to find concrete steps of change based on analysis of the

organizational situation and theoretical reasoning of the researcher and representatives of

the organization.

The Principle of Learning through Reflection

There is a difference of roles of the organization members and the researcher.

Organization members expect to have concrete results, while the researcher’s academic

task is discovery of new knowledge. The researcher should be successful in both these

criteria. Two separate reports , one practical for the organization and one theoretical for

the research community are needed. In this case they could be also chapters in the same

report.

7. Realization plan of the study

The author presented main ideas of this study in a strategy seminar of TKK 19.4.2007

In the presence of rectorate, department directors and directors of separate research

institutes of TKK.
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Now, based on an assignment of the Rector of TKK, the author and the coach of the

thesis Anna-Kaarina Kairamo are preparing a project plan, how the implementing the

Strategy of the Digitalizarion of Education is carried out. The work should be

accomplished by 31.12.2008. The work should be carried out in co-operation with other

Working groups, which are established for the Strategy Implementation, especially with

The Working group for creating Quality Assurance System for Education at TKK.

Following the stages of CAR- framework, the contents of the stages could be:

1. Creating the Researcher- Client Agreement (RCA)

Preconditions:

- Existence and approval of the project plan (preparation in co-operation with

organization stakeholders is progressing: dead-line end of August 2007)

- Approval of the Research Proposal: dead-line end of August 2007.

- Agreeing about roles of the researcher and organization stakeholders

- Agreeing scope of the research and practical development project.

2. Analysis of the situation at TKK in Digitalization

- Agreeing about general Digitalization Framework

o Developing and agreeing quantitative indicators for Learning Outcomes

o Developing and agreeing qualitative indicators for Learning Outcomes

o Developing and agreeing economical indicators for Learning Outcomes

o Conducting a literature survey on Digitalization of HE

o Benchmarking survey of Digitalization in HE–units in Finland and abroad

o Preparing various Digitalization Scenarios of Education at TKK

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o Organizing a stakeholder workshop based on the above material

o Publishing an analysis report based on the work mentioned above.

o Dead-line : end of year 2007

3. Action planning based on the analysis report

- Preparing suggestions for actions taken by the organization

- Work in close co-operation with the stakeholder representatives

- Adjusting the theoretical framework of Digitalization

- Publishing an action plan

- Publishing findings in the form of academical report.

- Deadline: April 2008

4. Organizational Intervention

- Work in co-operation with the stakeholders in order to start implementing the

agreed actions.

- Organizing supportive actions like training, lectures and distributing

dissemination material

- Writing an academical report on the findings at this phase.

- Deadline: June 2008

5. Evaluation

- Evaluation, how well the actions seem to support to the organizational goals

o Qualitative assessment supported by questionaries

- Deadline: August 2008

6. Learning by Reflection
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- Organizing a workshop concentrating on the learnings the organization has gone

through during the study process

- Writing a practical summary on the learnings the organization has gone through.

- Writing a report on theoretical findings, which have academic value

- Writing a report on practical further suggestions

- Writing the final Academic Report with suggestions for further research.

- Deadline: End of year 2008.

Bibliography:

Abel, R. 2007, "Creating the Future of IT", Educause, vol. Marh/April, pp. 13-28.

Collis, B.A. & Gommer, L. 2001, "Stretching the Mold or a New Economy: Part 2:
Realizing the Scenarios for the University in 2005.", Educational Technology, , no.
July-August, pp. 5-14.

Davison, R.M., Martinsons, M.G. & Kock, N. 2004, "Principles of canonical action
research", Info Systems Journal, vol. 14, pp. 65-86.

Hämäläinen , Raimo P. & Saarinen, E. (eds) 2004, Systems Intelligence, Helsinki

University of Technology, Espoo.

Heinonen, S., Hietanen, O., Kiiskilä, K. & Koskinen, L. 2002, Kestääkö tietoyhteiskunta
?, Turku School of Economics, Turku.

Kaplan, R.,S. & Norton, D.,P. 1996, "Using the Balanced Scorecard as a Strategic
Management System", Harvard Business Review, vol. January-February, pp. 1-12.

Pulkkinen, J. 2003, The Paradigms of E-Education, University of Oulu.

The Information Society Council 2006, Efficiency and Vitality in Future Finland, Prime
Minister's Office, Helsinki, Finland.

TKK 2006, Strategia 2015.